Keeping Their Attention: Classroom Practices Associated with Behavioral Engagement in First Grade Mathematics Classes in China and the United States

Autor/inn/en	Lan, Xuezhao; Ponitz, Claire Cameron; Miller, Kevin F.; Li, Su; Cortina, Kai; Perry, Michelle; Fang, Ge
Titel	Keeping Their Attention: Classroom Practices Associated with Behavioral Engagement in First Grade Mathematics Classes in China and the United States
Quelle	In: Early Childhood Research Quarterly, 24 (2009) 2, S.198-211 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2009.03.002
Schlagwörter	Student Behavior; Intervals; Cultural Differences; Foreign Countries; Grade 1; Teacher Student Relationship; Cross Cultural Studies; Attention Span; Student Participation; Elementary School Students; Mathematics Instruction; Elementary School Mathematics; Class Size; Classroom Techniques; Observation; Correlation; China; United States + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Kultureller Unterschied; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Teacher student relationships; Lehrer-Schüler-Beziehung; Cultural comparison; Kulturvergleich; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Klassengröße; Klassenführung; Beobachtung; Korrelation; USA
Abstract	This study investigated variation in students' behavioral engagement across mathematics classes in China and the United States. Student behavioral engagement was examined along with two aspects of the classroom (group size and teacher instructions given about classroom behavior). Video observational data were collected and coded over 1051 time intervals in 35-minute mathematics sessions in Chinese classrooms (n = 8) and comparable American classrooms (n = 7). Latent growth analyses revealed that overall, behavioral engagement declined over time, although the drop-off was dramatically sharper in American classrooms relative to Chinese classrooms. In addition, larger group size and the timing of teacher instructions (given before versus after the behavior) were significantly associated with increased engagement. This study revealed compelling cultural differences as well as patterns in student and teacher behaviors associated with students engaging in on-task behaviors in the classroom. Implications for ways to promote effective classroom behavior are discussed. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10